The relationship between the organizational behaviors of professional learning communities and teacher efficacy

This study is a mixed methods design created to analyze the relationship between Professional Learning Community behaviors and teacher and collective teacher efficacy and its sources. It asked 661 public, private and charter K -- 12 school teachers from 42 schools to truthfully respond to a survey. This survey considered sources of teacher and collective teacher efficacy as they presented themselves within professional learning community behaviors. Following the survey responses, a factor analysis and hierarchical linear modeling analysis was performed to help show relationship between factors as determined in a previous pilot of the survey.;Using these results, qualitative open-ended interviews were conducted by teachers at two low and two high efficacy schools to clarify the direction and depth of those relationships. This research supports existing research that considers a relationship between individual and collective professional efficacy and collaborative organizational culture. It also adds to existing research by showing which organizational behaviors support various efficacy sources and how teachers choose to consider some efficacy sources while ignoring others based on those organizational behaviors.